The Challenge Course Experience Questionnaire: A Facilitator’s Assessment Tool

2017 ◽  
Vol 40 (3) ◽  
pp. 295-307 ◽  
Author(s):  
David P. Schary ◽  
Alexis L. Waldron
Keyword(s):  
Assessment Tool ◽  
The United States ◽  
Assessment Tools ◽  
Challenge Course ◽  
Course Experience Questionnaire ◽  
Confirmatory Factor ◽  
Course Experience ◽  
Specific Assessment ◽  
Course Outcomes ◽  
Experience Questionnaire

Challenge course programs influence a variety of psychological, social, and educational outcomes. Yet, many challenges exist when measuring challenge course outcomes like logistical constraints and a lack of specific assessment tools. This study piloted and tested an assessment tool designed for facilitators to measure participant outcomes in challenge course programs. Data collection occurred in three separate but related studies with participants in two different challenge course environments from two regions of the United States. Through confirmatory factor analysis, a two-factor structure in challenge course participation was supported. The Challenge Course Experience Questionnaire (CCEQ) consists of challenge course participants’ (a) individual experience and (b) feelings of group support. During the first study, the structure was created and initial evidence of reliability was indicated. The second study examined the structure and reliability with a similar population. The third study confirmed the structure and reliability using a different population and challenge course program. The CCEQ is a preliminary step toward helping challenge course professionals improve their programming through statistical evaluation of desired outcomes.

Learning Goals and the Challenge Course Experience: An Exploratory Study

2015 ◽  
Vol 39 (1) ◽  
pp. 59-68 ◽  
Author(s):  
David P. Schary ◽  
Alexis B. Lewis ◽  
Bradley J. Cardinal
Keyword(s):  
Assessment Tool ◽  
Learning Goals ◽  
Future Research ◽  
Challenge Course ◽  
Course Experience Questionnaire ◽  
Course Experience ◽  
Short And Long Term ◽  
Perceived Challenge

This study explored the short- and long-term ability of a university affiliated challenge course program to provide a lasting, quality experience for college participants aligning with the university's Learning Goals for Graduates (LGGs). The Challenge Course Experience Questionnaire (CCEQ), a newly created assessment tool, was administered to 375 participants in 16 different groups. Participants completed a four to six hour program, consisting of low- and high-course elements. Participants were assessed before, immediately after, and three months following their program. A significant increase in both CCEQ variables and LGGs immediately following the challenge course program was observed; however, a three-month follow-up revealed the majority of measured concepts had significantly decreased below or back to initial levels. These findings have implications for practitioners in terms of perceived challenge course benefits and long-term learning outcome retention. Suggestions for challenge course professionals and future research considerations are given.

Short- and Long-term Retention of Challenge Course Outcomes: A Classroom-based Longitudinal Study

2016 ◽  
Vol 40 (2) ◽  
pp. 152-164
Author(s):  
David P. Schary ◽  
Tyler Wozniak ◽  
Seth E. Jenny ◽  
Geoffrey S. Morrow
Keyword(s):  
Future Research ◽  
Control Group ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Challenge Course ◽  
Course Experience Questionnaire ◽  
Course Experience ◽  
Course Outcomes

The purpose of this study was to examine the retention of challenge course outcomes with the addition of intentional follow-up activities. The Challenge Course Experience Questionnaire (CCEQ) was administered to 101 participants in an introductory college course. The sample was divided into two separate groups: experimental group (EG; n = 67) and control group (CG; n = 34). Both groups completed a classroom-based challenge course program. Participants in the EG also included guided reflection-based activities throughout the semester and a facilitator-led activity. The CG only participated in the initial challenge course program. All participants significantly increased in CCEQ variables immediately following the program. However, the three-month follow-up revealed that the majority of variables decreased to preprogram levels for both groups. However, the variables had larger decreases in the CG. These findings have implications for challenge course programming in terms of long-term outcome retention. Suggestions for facilitators and future research are provided.

scholarly journals Studentovo hodnocení výuky: validace a adaptace dotazníku CEQ pro podmínky českých vysokých škol

2020 ◽  
Vol 30 (1) ◽  
pp. 32-60
Author(s):  
Kateřina Juklová ◽  
Stanislav Michek ◽  
Petr Soukup ◽  
Jindra Vondroušová ◽  
Daniela Vrabcová
Keyword(s):  
Course Experience Questionnaire ◽  
Course Experience ◽  
Experience Questionnaire

Cílem příspěvku je seznámit s průběhem a výsledky validace a adaptace dotazníku CEQ (Course Experience Questionnaire) a diskutovat jeho využitelnost v aktuálních podmínkách českých vysokých škol. Originální verze dotazníku vznikla na základě intenzivních výzkumů učení studentů koncem 80. let v Austrálii a v současné době je jedním z celosvětově nejužívanějších nástrojů pro hodnocení kvality výuky studentem v terciárním vzdělávání. Vzhledem k aktuální potřebě českých vysokých škol realizovat autoevaluační procesy s použitím validních a spolehlivých nástrojů považujeme ověření psychometrických vlastností dotazníku a jeho adaptaci za jedno z možných řešení. V úvodní části textu je nastíněn kontext a okolnosti vzniku australského originálu včetně teoretických koncepcí, které se staly jeho základem. Proces adaptace a validace byl realizován na Pedagogické fakultě Univerzity Hradec Králové (PdF UHK) a proběhl ve dvou fázích kombinujících kvalitativní a kvantitativní přístup. V prvním kroku proběhla ohnisková skupina se studenty s cílem  ověřit soulad mezi pojetím kvality výuky u českých studentů a zaměřením dotazníku. Následně byl přeložený dotazník administrován 661 studentům učitelství z PdF UHK a ověřován z hlediska konstruktové a kriteriální validity a reliability. Analýzy potvrdily originální pětifaktorovou strukturu dotazníku a uspokojivou vnitřní konzistenci všech škál. Výsledky jsou diskutovány a vztaženy ke zjištění zahraničních autorů i ke kontextu příležitostí a omezení pro používání v českém prostředí. V závěru je upozorněno na limity studie a jsou naznačeny další možné směry úprav.

scholarly journals Percepção de qualidade do curso de ciências contábeis: a validação do Course Experience Questionaire com estudantes brasileiros

2017 ◽  
Vol 36 (2) ◽  
pp. 59
Author(s):  
Wellington Dantas de Sousa ◽  
Valcemiro Nossa ◽  
João Carlos Hipólito Bernardes do Nascimento ◽  
Arilda Magna Campagnaro Teixeira
Keyword(s):  
Course Experience Questionnaire ◽  
Course Experience ◽  
Experience Questionnaire

O presente estudo se propôs a validar o instrumento Course Experience Questionnaire (CEQ) para avaliação dos cursos de Ciências Contábeis do Brasil. Desse modo, a pesquisa, do tipo descritiva, foi operacionalizada por meio da aplicação da técnica multivariada de Análise Fatorial Confirmatória. O público alvo foi composto pelos discentes a partir do 5º período do Curso de Ciências Contábeis que constituíram uma amostra por conveniência de 571 alunos brasileiros. Após o tratamento inicial dos dados, com boa consistência interna das escalas do CEQ, verificou-se que os dados da estatística descritiva revelaram uma qualidade percebida pelos discentes em aproximadamente 70% das variáveis que compõem o instrumento. Os achados da pesquisa denotam que o CEQ foi validado no contexto brasileiro, indicando que o modelo apresenta um adequado ajuste para capturar a qualidade de ensino e aprendizagem percebida pelos discentes.

scholarly journals The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes

2015 ◽  
Vol 2015 ◽  
pp. 1-13
Author(s):  
Salah-Addin B. Al-Omari ◽  
Qasem M. Al-Mdallal ◽  
Youssef El-Khatib ◽  
Basim Abu-Jdayil
Keyword(s):  
United Arab Emirates ◽  
Engineering Students ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Assessment Process ◽  
Performance Criteria ◽  
Mathematics Courses ◽  
Level Of Satisfaction ◽  
United Arab Emirates University ◽  
Course Outcomes

This paper deals with the mathematics courses offered to the engineering students at the United Arab Emirates University (UAEU). The paper focuses essentially on the level of achievement by the students of the outcomes of the mathematics and how this reflects on the satisfaction of the engineering ABET-outcomes. Mapping between the course outcomes of the different math courses offered at UAEU to engineering students and the engineering ABET criteria ((a)–(k)) was made. It is found that most of the ABET-outcomes are to a great extent in-line with the outcomes of our mathematics courses. This encourages us to use the achievement of the courses outcomes as an assessment tool for the engineering ABET-outcomes. We considered both direct and indirect assessment tools to assess the level of satisfaction of the math courses outcomes. The performances of the students according to both methods are then used to assess the achievements of the ABET-outcomes. The results generally show very good level of achievement of the outcomes, although few ABET-outcomes were not achieved well according to our performance criteria. Accordingly, we provide some comments and recommendations aiming at the improvement of the program.

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